<strong>Objectives: </strong>With rapid advancements in medical care, nurses are confronted with ethical issues on a daily basis. If new nurses are introduced to the clinical setting without having acquire...<strong>Objectives: </strong>With rapid advancements in medical care, nurses are confronted with ethical issues on a daily basis. If new nurses are introduced to the clinical setting without having acquired sufficient ethical judgment skills in basic nursing education, they are unable to respond to the ethical dilemmas they face. This results in learned helplessness, which can lead to burnout and turnover. Therefore, it is imperative to develop educational programs where there is a natural progression from basic to continuing nursing. Therefore, in this study, we conducted a nationwide survey using the Nursing Student Care Ethical Competence Scale to present a benchmark for the assessment of this skill and facilitate continuity in nursing education. <strong>Methods: </strong>From February to March 2019, we conducted a questionnaire survey of 4930 final-year nursing students enrolled in nursing colleges, junior colleges, and technical schools nationwide. The survey consisted of 29 items on ethical behavior, 26 items on ethics knowledge, and seven items on personal attributes. For the analysis, we calculated percentiles for the five standards of nursing students’ ethical care competence: safe care provision, respecting self-determination, protecting personal information, providing the best care, and upholding patients’ dignity.<strong> Results:</strong> Responses were obtained from 1505 nursing students (collection rate 30.5%, valid response rate 30.5%). The 80th percentile (minimum value-maximum value) was 128 (38 - 145) points for the ethical competence of nursing students, 37 (11 - 40) points for safe care provision, 28 (4 - 31) points for respect for self-determination, 23 (5 - 25) points for protection of personal information, 23 (5 - 25) points for best care provision, and 13 (3 - 15) points for respect for personal dignity. Discussion: The 80th percentile was established as the benchmark for ethical care competence. <strong>Conclusion:</strong> Based on these criteria, nursing students can objectively as展开更多
This study aims to clarify what kinds of resilience and coping strategies students employ to successfully complete their clinical practicum and provide suggestions for instruction that will allow students to carry out...This study aims to clarify what kinds of resilience and coping strategies students employ to successfully complete their clinical practicum and provide suggestions for instruction that will allow students to carry out effective learning activities. The study subjects were 86 students enrolled at Nursing University A for the 2019 school year and planning to take the integrated nursing practicum. The survey was conducted using an anonymous, self-administered questionnaire. The Wilcoxon signed-rank test was used to determine the amount of change in resilience factors from the surveys before and after the practicum. Subsequently, multiple regression analysis was carried out with stress coping behaviors that were significantly associated with resilience factors in univariate analysis as independent variables and the amount of change in resilience factors before and after the practicum as dependent variables. A total of 56 responses were received (response rate 65.8%) from the 85 survey subjects. Innate resilience factors increased significantly from 41 pre-practicums to 44 post-practicums. Acquired resilience factors also increased significantly from 32 pre-practicums to 35 post-practicums (p < 0.01). The results of multiple regression analysis found that the stress coping behavior of “changing point of view” (β = 0.361, p < 0.01) and pre-practicum innate resilience factors (β = <span style="white-space:nowrap;">−</span>0.456, p < 0.01) were significantly associated with innate resilience factors. Examining the relationship between the amount of change in student resilience and stress coping behaviors revealed that the stress coping behavior of “changing point of view” was associated with innate resilience. This finding suggests that resilience may be increased by changing one’s perspective on an event by taking on a new way of thinking. The results suggested that helping students transform realizations made during reflection into learning and create a sense of meaning may lead to fostering innate re展开更多
This study aimed to evaluate the quality of healthcare services pertaining to the dietary intake and swallowing functions of residents, nutrition management practices, and performance of residents at long-term care fa...This study aimed to evaluate the quality of healthcare services pertaining to the dietary intake and swallowing functions of residents, nutrition management practices, and performance of residents at long-term care facilities. We investigated outcome indicators, such as changes in dietary intake and swallowing function levels of residents, and clarified which structural and process indicators were associated with the outcome indicators. This was a retrospective study, analyzing information on healthcare services from 1067 long-term care facilities during the fiscal year 2012, sampled from among those registered with the Welfare, Health and Medical Care Information Network of the Welfare and Medical Service Agency in Japan. Five outcome indicators were identified. Next, we examined the relationships between the outcome indicators and structural or process indicators using a multivariate linear regression model, adjusting for facility type. The findings showed how the five outcome indicators were used in long-term care facilities over a period of one year and determined the independent predictors of these outcome indicators. The amplification of dietary function 1 was associated with “assessment of oral functions using a feeding and swallowing assessment checklist every three months”, “holding care conferences related to ingestion and swallowing every three months”, and “maintaining a 1:2 ratio for meal-time assistants to residents”. To improve the quality of care, it is necessary to increase the number of staff (e.g., to provide meal assistance to residents) and to understand changes in the residents’ status through accurate assessment and monitoring.展开更多
文摘<strong>Objectives: </strong>With rapid advancements in medical care, nurses are confronted with ethical issues on a daily basis. If new nurses are introduced to the clinical setting without having acquired sufficient ethical judgment skills in basic nursing education, they are unable to respond to the ethical dilemmas they face. This results in learned helplessness, which can lead to burnout and turnover. Therefore, it is imperative to develop educational programs where there is a natural progression from basic to continuing nursing. Therefore, in this study, we conducted a nationwide survey using the Nursing Student Care Ethical Competence Scale to present a benchmark for the assessment of this skill and facilitate continuity in nursing education. <strong>Methods: </strong>From February to March 2019, we conducted a questionnaire survey of 4930 final-year nursing students enrolled in nursing colleges, junior colleges, and technical schools nationwide. The survey consisted of 29 items on ethical behavior, 26 items on ethics knowledge, and seven items on personal attributes. For the analysis, we calculated percentiles for the five standards of nursing students’ ethical care competence: safe care provision, respecting self-determination, protecting personal information, providing the best care, and upholding patients’ dignity.<strong> Results:</strong> Responses were obtained from 1505 nursing students (collection rate 30.5%, valid response rate 30.5%). The 80th percentile (minimum value-maximum value) was 128 (38 - 145) points for the ethical competence of nursing students, 37 (11 - 40) points for safe care provision, 28 (4 - 31) points for respect for self-determination, 23 (5 - 25) points for protection of personal information, 23 (5 - 25) points for best care provision, and 13 (3 - 15) points for respect for personal dignity. Discussion: The 80th percentile was established as the benchmark for ethical care competence. <strong>Conclusion:</strong> Based on these criteria, nursing students can objectively as
文摘This study aims to clarify what kinds of resilience and coping strategies students employ to successfully complete their clinical practicum and provide suggestions for instruction that will allow students to carry out effective learning activities. The study subjects were 86 students enrolled at Nursing University A for the 2019 school year and planning to take the integrated nursing practicum. The survey was conducted using an anonymous, self-administered questionnaire. The Wilcoxon signed-rank test was used to determine the amount of change in resilience factors from the surveys before and after the practicum. Subsequently, multiple regression analysis was carried out with stress coping behaviors that were significantly associated with resilience factors in univariate analysis as independent variables and the amount of change in resilience factors before and after the practicum as dependent variables. A total of 56 responses were received (response rate 65.8%) from the 85 survey subjects. Innate resilience factors increased significantly from 41 pre-practicums to 44 post-practicums. Acquired resilience factors also increased significantly from 32 pre-practicums to 35 post-practicums (p < 0.01). The results of multiple regression analysis found that the stress coping behavior of “changing point of view” (β = 0.361, p < 0.01) and pre-practicum innate resilience factors (β = <span style="white-space:nowrap;">−</span>0.456, p < 0.01) were significantly associated with innate resilience factors. Examining the relationship between the amount of change in student resilience and stress coping behaviors revealed that the stress coping behavior of “changing point of view” was associated with innate resilience. This finding suggests that resilience may be increased by changing one’s perspective on an event by taking on a new way of thinking. The results suggested that helping students transform realizations made during reflection into learning and create a sense of meaning may lead to fostering innate re
文摘This study aimed to evaluate the quality of healthcare services pertaining to the dietary intake and swallowing functions of residents, nutrition management practices, and performance of residents at long-term care facilities. We investigated outcome indicators, such as changes in dietary intake and swallowing function levels of residents, and clarified which structural and process indicators were associated with the outcome indicators. This was a retrospective study, analyzing information on healthcare services from 1067 long-term care facilities during the fiscal year 2012, sampled from among those registered with the Welfare, Health and Medical Care Information Network of the Welfare and Medical Service Agency in Japan. Five outcome indicators were identified. Next, we examined the relationships between the outcome indicators and structural or process indicators using a multivariate linear regression model, adjusting for facility type. The findings showed how the five outcome indicators were used in long-term care facilities over a period of one year and determined the independent predictors of these outcome indicators. The amplification of dietary function 1 was associated with “assessment of oral functions using a feeding and swallowing assessment checklist every three months”, “holding care conferences related to ingestion and swallowing every three months”, and “maintaining a 1:2 ratio for meal-time assistants to residents”. To improve the quality of care, it is necessary to increase the number of staff (e.g., to provide meal assistance to residents) and to understand changes in the residents’ status through accurate assessment and monitoring.
